Research Methods in Psychology: Evaluating a
World of Information – 3rd Edition
ST
TEST BANK
UV
IA
Beth Morling
_A
PP
Comprehensive Test Bank for
RO
Instructors and Students
VE
© Beth Morling. All rights reserved. Reproduction or distribution without permission is
prohibited.
D?
©MedConnoisseur
, CHAPTER 1: Psychology Is a Way of Thinking
LEARNING OBJECTIVES
ST
Learning Objective 1.1: Articulate how the roles of consumers and producers of psychological
research are similar and how they differ.
UV
Learning Objective 1.2: Explain how theories and data interact to form empirical inquiry.
Learning Objective 1.3: Identify examples of basic and applied research and describe the
interactions between the two kinds of research.
IA
Learning Objective 1.4: Describe the role of the peer-review process in science.
_A
Learning Objective 1.5: Give examples of ways that researchers dig deeper by doing more than
just one study on a research question.
PP
Learning Objective 1.6: Describe the differences between empirical journals and popular
journalism; describe the goals of each format and give examples of ways that journalists can
write better stories about scientific news.
RO
MULTIPLE CHOICE
1. Which of the following is an example of being a producer of research?
VE
a. Administering an anxiety questionnaire
b. Applying a new therapy technique
D?
c. Writing an opinion article about a psychological study
d. Undergoing a brain scan
ANS: A DIF: Medium REF: 1.1 Research Producers, Research Consumers:
, Why the Producer Role Is Important OBJ: Learning Objective 1.1 MSC:
Understanding
2. Which of the following is an example of being a consumer of research?
a. Administering a questionnaire of PTSD symptoms
ST
b. Consenting to participate in a research study
c. Attending a psychological conference
UV
d. Measuring dopamine levels in patients with schizophrenia
ANS: C DIF: Medium REF: 1.1 Research Producers, Research Consumers:
IA
Why the Consumer Role Is Important OBJ: Learning Objective 1.1 MSC: Applying
3. Students who are interested in being consumers of, but not producers of, research might
_A
choose which of the following professions?
a. A clinical psychologist
PP
b. An intervention program evaluator
c. A political pollster
RO
d. An advertising executive
ANS: D DIF: Medium REF: 1.1 Research Producers, Research Consumers:
Why the Consumer Role Is Important OBJ: Learning Objective 1.1 MSC: Analyzing
VE
4. Dr. Smitherman insists that all his research assistants know how to be producers of research.
All of the following relate to this requirement EXCEPT:
D?
a. He wants to make sure they understand how to write in APA style.
b. He wants to make sure they understand why anonymity is important.
c. He wants to make sure they understand how to interpret study results and graphs.
d. He wants to make sure they have previously been participants in research studies.
, ANS: D DIF: Medium REF: 1.1 Research Producers, Research Consumers:
Why the Consumer Role Is Important OBJ: Learning Objective 1.1 MSC:
Understanding
5. Elliott is double majoring in English and psychology. He plans on being a high school English
ST
teacher and is only majoring in psychology because he finds the classes interesting. Which of
the following is an important reason for him to be a good consumer of research?
UV
a. His psychology advisor may ask for his help in copy-editing a research article.
b. He will likely need to be a participant in research studies as part of his psychology major.
IA
c. He will probably want to read research related to enhancing his teaching.
d. He will have to produce research before he can consume it.
_A
ANS: C DIF: Easy REF: 1.1 Research Producers, Research Consumers: Why the
Consumer Role Is Important OBJ: Learning Objective 1.1 MSC: Applying
PP
6. In the theory-data cycle, theories first lead to .
a. questions
RO
b. answers
c. data
d. research
VE
ANS: A DIF: Easy REF: 1.2 How Scientists Approach Their Work: Scientists Test
Theories: The Theory-Data Cycle OBJ: Learning Objective 1.2 MSC: Understanding
D?
7. Another word for hypothesis is a(n) .
a. theory
b. observation
c. prediction
World of Information – 3rd Edition
ST
TEST BANK
UV
IA
Beth Morling
_A
PP
Comprehensive Test Bank for
RO
Instructors and Students
VE
© Beth Morling. All rights reserved. Reproduction or distribution without permission is
prohibited.
D?
©MedConnoisseur
, CHAPTER 1: Psychology Is a Way of Thinking
LEARNING OBJECTIVES
ST
Learning Objective 1.1: Articulate how the roles of consumers and producers of psychological
research are similar and how they differ.
UV
Learning Objective 1.2: Explain how theories and data interact to form empirical inquiry.
Learning Objective 1.3: Identify examples of basic and applied research and describe the
interactions between the two kinds of research.
IA
Learning Objective 1.4: Describe the role of the peer-review process in science.
_A
Learning Objective 1.5: Give examples of ways that researchers dig deeper by doing more than
just one study on a research question.
PP
Learning Objective 1.6: Describe the differences between empirical journals and popular
journalism; describe the goals of each format and give examples of ways that journalists can
write better stories about scientific news.
RO
MULTIPLE CHOICE
1. Which of the following is an example of being a producer of research?
VE
a. Administering an anxiety questionnaire
b. Applying a new therapy technique
D?
c. Writing an opinion article about a psychological study
d. Undergoing a brain scan
ANS: A DIF: Medium REF: 1.1 Research Producers, Research Consumers:
, Why the Producer Role Is Important OBJ: Learning Objective 1.1 MSC:
Understanding
2. Which of the following is an example of being a consumer of research?
a. Administering a questionnaire of PTSD symptoms
ST
b. Consenting to participate in a research study
c. Attending a psychological conference
UV
d. Measuring dopamine levels in patients with schizophrenia
ANS: C DIF: Medium REF: 1.1 Research Producers, Research Consumers:
IA
Why the Consumer Role Is Important OBJ: Learning Objective 1.1 MSC: Applying
3. Students who are interested in being consumers of, but not producers of, research might
_A
choose which of the following professions?
a. A clinical psychologist
PP
b. An intervention program evaluator
c. A political pollster
RO
d. An advertising executive
ANS: D DIF: Medium REF: 1.1 Research Producers, Research Consumers:
Why the Consumer Role Is Important OBJ: Learning Objective 1.1 MSC: Analyzing
VE
4. Dr. Smitherman insists that all his research assistants know how to be producers of research.
All of the following relate to this requirement EXCEPT:
D?
a. He wants to make sure they understand how to write in APA style.
b. He wants to make sure they understand why anonymity is important.
c. He wants to make sure they understand how to interpret study results and graphs.
d. He wants to make sure they have previously been participants in research studies.
, ANS: D DIF: Medium REF: 1.1 Research Producers, Research Consumers:
Why the Consumer Role Is Important OBJ: Learning Objective 1.1 MSC:
Understanding
5. Elliott is double majoring in English and psychology. He plans on being a high school English
ST
teacher and is only majoring in psychology because he finds the classes interesting. Which of
the following is an important reason for him to be a good consumer of research?
UV
a. His psychology advisor may ask for his help in copy-editing a research article.
b. He will likely need to be a participant in research studies as part of his psychology major.
IA
c. He will probably want to read research related to enhancing his teaching.
d. He will have to produce research before he can consume it.
_A
ANS: C DIF: Easy REF: 1.1 Research Producers, Research Consumers: Why the
Consumer Role Is Important OBJ: Learning Objective 1.1 MSC: Applying
PP
6. In the theory-data cycle, theories first lead to .
a. questions
RO
b. answers
c. data
d. research
VE
ANS: A DIF: Easy REF: 1.2 How Scientists Approach Their Work: Scientists Test
Theories: The Theory-Data Cycle OBJ: Learning Objective 1.2 MSC: Understanding
D?
7. Another word for hypothesis is a(n) .
a. theory
b. observation
c. prediction
